Haunted houses: influence and the creative process in Virginia Woolf's novels

This thesis argues that rather than being an innovative, modernist writer, Virginia Woolfs methods, themes, and aspirations were conservative in certain central ways, for her novels were influenced profoundly by the work of writers from earlier eras. This argument is developed both by demonstrating that Woolf was influenced by other writers, and also by exploring the dynamics of how this process of influence took place. The thesis contends that this process included identification with past writers and a longing for the literary past, which complicated Woolfs attempts to negotiate the past and its values. After a chapter examining theoretical approaches to the concept of literary influence, the thesis makes a detailed study of Woolf's engagement with her influences in eight of her novels. Woolf s responses to influence are divided into three phases. In the first phase, up to the mid- 1920s, she wrestled with existing perceptions of the woman writer as she looked to female precursors as role models and struggled with their legacies. At the same time, she sought refuge from such a problematic inheritance by turning to her male precursors to try and gain covert access to the literary traditions which were thought to be the birthright of the men of her generation. In the second phase of her career, in the late 1920s, Woolf continued to deal with the absence of a ready-made tradition by elegizing writers she had known and the literary traditions they represented. In the process of mourning other writers, it is suggested, Woolf remade them in her imagination to be like herself. This process of identification continued in the third phase, in The Naves and Between the Acts, when Woolf drew on the work of Wordsworth and Coleridge, respectively, to explore and develop her mature identity as a writer

The correlation between students' reading comprehension and translation ability of EFL learners in UIN Maulana Malik Ibrahim Malang

ENGLISH: Since English has become an international language, learning English has grown widely. In learning English, students are required to master four skills, including listening, reading, speaking and writing. Reading is one of the skills that must be mastered by students. By reading students can get a lot of information. The more they read, the more knowledge and information they can get. This study seeks the relationship between students' reading comprehension and students' ability to translate foreign languages into English at the Islamic State University of Maulana Malik Ibrahim Malang. This research was conducted with the aim at knowing whether there is a relationship between students' reading comprehension and students' translation skills. Data were obtained from distributing reading comprehension questions and English texts to 36 students through Google forms. From the results of the Reading comprehension test, he got a total score of 2650 with an average score of 75.71. Then the result of the English translation test score was 2748, the score was 78.51. After getting the average value of both, the Pearson product moment formula will be used. It was found that there is a positive and significant relationship between reading comprehension and translation skills in English education at Islamic State University of Maulana Malik Ibrahim Malang with a correlation coefficient of 0.517. These results indicate that reading comprehension has a good impact on students' translation skills. It can be concluded that the better the students' reading comprehension ability, the better the students' translation skills. INDONESIA: Sejak Bahasa Inggris menjadi bahasa internasional, pembelajaran Bahasa Inggris menjadi berkembang secara luas. Pada pembelajaran bahasa inggris, siswa diharuskan untuk menguasai empat keterampilan diantaranya mendengar, membaca, berbicara dan menulis. Membaca adalah salah satu kemampuan yang harus dikuasai oleh siswa. dengan membaca siswa bisa mendapatkan informasi yang banyak. semakin banyak mereka membaca, semakin banyak pengetahuan dan informasi yang dapat mereka dapatkan. Penelitian ini mencari korelasi antara pemahaman membaca siswa dan kemampuan menerjemahkan siswa pada pelajar bahasa asing bahasa Inggris pada Universitas Islam Negeri Maulana Malik Ibrahim Malang. Penelitian ini diadakan dengan tujuan untuk mengetahui apakah ada hubungan antara pemahaman membaca siswa dengan kemampuan menerjemahkan siswa. Data diperoleh dari menyebarkan soal kemampuan membaca dan sebuah teks bahasa Inggris kepada 35 siswa melalui Google forms. Dari hasil tes kemampuan membaca mendapatkan total nilai 2650 dengan nilai rata-rata nya adalah 76.71. Kemudian Hasil nilai dari tes menerjemahkan Bahasa Inggris adalah 2748, nilai nya adalah 78.51. Setelah mendapatkan nilai rata-rata dari keduanya, akan digunakan rumus pearson product moment. Ditemukan bahwa terdapat hubungan yang positif dan signifikan antara cara pemahaman membaca dan kemampuan menerjemahkan pada jurusan pendidikan Bahasa Inggris Universitas Islam Negeri Maulana Malik Ibrahim Malang dengan koefisien korelasi sebesar 0.517. Hasil ini menunjukkan bahwa pemahaman membaca membawa pengaruh baik terhadap kemampuan menerjemahkan siswa. Bisa disimpulkan bahwa semakin bagus kemampuan pemahaman membaca siswa akan semakin bagus pula kemampuan menerjemahkan yang dimiliki oleh siswa. ARABIC: منذ أصبحت اللغة الإنجليزية لغتة دولية، أصبح تعلم اللغة الإنجليزية واسع الانتشار. في تعلم اللغة الإنجليزية، يطلب من الطبة لإتقان أربع مهارات بما في ذلك مهارة الاستماع ومهارة القراءة ومهارة الكلام ومهارة الكتابة. مهارة القراءة هي واحدة من القدرات التي يجب أن يتقنهم الطلبة. من خلال القراءة يمكن للطلبة الحصول على الكثير من المعلومات. كلما قرأوا أكثر، زادت المعرفة والمعلومات التي يمكنهم الحصول عليهم. بحث هذا البحث الجامعي في العلاقة بين فهم اللقراءة وقدرة الترجمة لدى الطلبة اللغة الإنجليزية الأجنبية في جامعة مولانا مالك إبراهيم الإسلامية الحكومية مالانج. أهداف لهذا البحث الجامعي يعني لمعرفة هل هناك العلاقة بين فهم اللقراءة وقدرة الترجمة لدى الطلبة اللغة الإنجليزية الأجنبية في جامعة مولانا مالك إبراهيم الإسلامية الحكومية مالانج. تم الحصول على البيانات من توزيع أسئلة فهم القراءة ونص باللغة الإنجليزية على 35 طالبا من خلال نماذج غووغيل. ومن نتائج اختبار القدرة على القراءة، بلغ مجموع الدرجات 2650 درجة وبلغ متوسط الدرجات 75.71. ثم نتيجة اختبار الترجمة الإنجليزية هي 2748 ، والنتيجة هي 78.51. بعد الحصول على متوسط قيمة الاثنين، سيتم استخدام صيغة لحظة منتج بيرسون. وتبين أن هناك العلاقة الموجبة والمعنوية بين فهم القراءة وقدرة الترجمة لدى الطلبة في قسم تعليم اللغة الإنجليزية بجامعة مولانا مالك إبراهيم الحكومية الإسلامية مالانج بمعامل ارتباط مقداره 0.517. تظهر هذه النتائج أن فهم القراءة لها تأثير جيد على قدرة الطلبة على الترجمة. يمكن الاستنتاج أنهما كلما كانت قدرة الطالبة على فهم القراءة أفضل، كلما كانت قدرة الترجمة التي يمتلكها الطلبة أفضل

A study of instincts in their relation to Christian education

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/astudyofinstinct00hod

Virginia Woolf & Postmodernism: Literature in Quest & Question of Itself

Virginia Woolf and Postmodernism argues not that Virginia Woolf is a postmodernist but that postmodern assumptions about art can account for her narrative innovations and feminist politics better than conventional modernist and feminist approaches to her works. In rethinking many of the prominent aesthetic and critical positions of her day, Woolf anticipated many postmodernist tenets. This book helps us to understand how and why she came to hold such views, and how we might change our reading of Woolf and narrative literature in turn. Pamela Caughie brings together pragmatism and postmodern theory to move critical inquiry, particularly feminist criticism and narrative theory, in new directions. Using all of Virginia Woolf\u27s novels, as well as her criticism and nonfiction essay s, this volume offers a unique reading of Woolf through it unrelenting pursuit of a pragmatically reoriented feminist thinking

Public health legislation and problems in Victorian Edinburgh: with special reference to the work of Dr. Littlejohn as medical officer of health

This thesis seeks to provide a study of the local public health situation in Edinburgh in Victorian times. While such a study has to cover many topics, contemporary public health legislation provides the key. It represented, up to a point at any rate, contemporary public health thinking; from it action over public health matter was based. The activities of the local M.O.H. are important: the post was a specific creation of the 19th century.In Edinburgh, as elsewhere, there was little consciousness of the need for any permanent public health legislative programme before the 1840's. Though Chadwick's revelations did not hit Edinburgh with the same impact as in English cities, the partial impact of the sanitary literature in circulation and the cumulative effect of severe epidemics meant that the local municipal authorities had by 1860 gone some way to meet an increasingly acknowledged need for public health legislation. The great lack was a systematic administering of such legislation and, initially, the appointment of Dr. Littlejohn did not remedy this defect. Not even the authorising of a massive Improvement Scheme, progressive step as it was, did so. When the appointment of the Public Health Committee in 1872 at last did so, machinery existed from which administrative expansion could later be made. The need for this and for legislative extensions was constantly apparent in the 1870's and 1880's, though nearly all topics associated with the 19th century had already received some legislative attention. By the 1890's most contemplated extensions had been made, and the Town Council were following the national pattern in moving into new areas of legislative activity, associated more with the 20th century.Dr. Littlejohn was rarely publicly prominent. His celebrated I865 Report oh the Sanitary Condition of Edinburgh did not have its suggestions all carried out immediately. The credit for neither.the immediate launching nor the execution of the Improvement Scheme lies with him.From 1862 to 1900 he publicly advocated public health legislation very rarely. However, for local public health legislation to evolve, he did not have to be publicly prominent: his mouthpieces on the Town Council and other sanitary officials couldpress his opinions. Furthermore, his frequent production of health statistics was the justification and guide for public health legislation.When legislation offended some interests, important legislation could be delayed or prevented. However, much important legislation was passed with little or no opposition. Legislation tended to make the recognition of further problems and the need for further legislation more apparent. While early legislation produced only limited results, there were dramatic improvements in public health in the 1870's, but, subsequently, legislation failed to achieve much further improvement. With topics, recognised as suitable for public health legislative action, being gradually covered, massive and seemingly insoluble barriers to further improvement loomed up ever more clearly. Vastly extended public health legislation was required: the real problem was that improvement of public health was an endless task

As mind narrates body : Virginia Woolfs aesthetic presentation of being in time

EThOS - Electronic Theses Online ServiceGBUnited Kingdo